CH. 10 & 11 in WK

BOOK
Chapter 10 as a whole

"With little effort, you can understand how a slow reading rate affects a student's attitude toward reading." (Ch. 10, p 210)

Building a Common Vocabulary (Ch. 11, p 223-227)

Chapter 11 as a whole

RESPONSE
Chapter 10 is titled Fluency and Automaticity. As I began reading it defined what reading automaticity was and showed two transcripts about two 1st graders. After I read the transcripts, what immediately came to mind was my EDLL class and the kids I work with during that class. I thought of what I would do to help those two 1st graders, work on HFW/Sight words, model reading, have students reread texts, prompting. All of these things came to mind because every Tuesday and Thursday this is exactly what the students and I work on. As I went on to read, I realized I just read the whole chapter because all of the suggestions were things I was already thinking of and things I already do with students. I like chapter 10 because I am very familiar with it. Fluency is very important. Sometimes when the 2nd graders read to me on Tuesdays and Thursdays I have a hard time understanding what their book was about because of their lack of fluency. In chapter 10, Sophie's reading reminded me of how I read when I was younger. I am dyslexic and I remember having to sound almost every word out. By the time I finished reading I had no idea what I just read. Although I am older, at times I find myself working on reading accurately and fluency that the words I am reading are just coming out of my mouth; I am not reading to understand what the text is saying.

On page 210 it estimates how long it would take a slow reader to read 20 pages versus a someone who read at a more faster rate. Although I have had a lot of experience with reading, it takes me longer to process what I am reading and actually understand it. It takes me so long to read a chapter or two out of my school books and it gets so frustrating and old. This definitely has a lot to do with my attitude about reading.

I really like how this chapter defines and gives examples of things like :graphemes, phonemes, consonant blends, onset rhymes... All of things will help me on the TExES exam.

Again, the suggestions in chapter 11 are things I work on in my EDLL classes. It is a good feeling knowing that Mrs. Pratt has taught us things we will definitely use in the classroom with all ages/grades. Suggestion # 4 in chapter 11 is Teach Rime Patterns. This is also called "word families". In out lesson plans with the kindergarten and first graders we have a section designated for "word family practice". Example: We read the book "Owl Babies". Under "word family practice" we choose a word from our book, mice. The words to build from that word are: nice, dice, twice, slice, and rice. The students build these words in that order using letter manipulatives. This is always a fun activity for them and at the same time they are learning rime patters/word families.